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Books

America's Public Schools in Transition: Future Trends and Issues, by T.M. Stinnett and Kenneth T. Henson (Teachers College Press, Harper and Row Publishers, Keystone Industrial Park, Scranton, Pa. 18512; 334 pages, $24.95).


Complaints about public education and attacks on administrators, school-board members, and teachers are nothing new, according to the authors, who examine both the historical development of elementary and secondary schooling and the criticism aimed at the teaching profession. Part One deals with complaints about the violence and lack of discipline in schools. Part Two focuses on the physical harrassment of teachers. Part Three suggests a list of reforms needed in today's public schools. Mr. Stinnett and Mr. Henson teach at Texas A&M University.


Computers in the Classroom: Developments in Classroom Instruction, edited by Henry S. Kepner Jr. (National Education Association Order Department, The Academic Building, West Haven, Conn. 06516; 158 pages, paper $7.95).


Computers in the schools are here to stay, says the editor of this overview for teachers, administrators, and parents on computers in elementary and secondary education. Nineteen contributors look at various computer-related issues, including computer literacy, computer games, exceptional children and computers, microcomputers, computers as curriculum aids, software in education, and computer selection. Part One deals with the educational uses of computers; Part Two examines the computer in the curriculum; and Part Three details types of computer equipment and materials. Mr. Kepner is professor of curriculum and instruction at the University of Wisconsin-Milwaukee, where he is responsible for computer and mathematics education.


Job Burnout in Public Education: Symptoms, Causes, and Survival Skills, by Anthony J. Cedoline (Teachers College Press, 1234 Amsterdam Ave., New York, N.Y. 10027; 270 pages, $19.95).


Job burnout in education is common, according to Mr. Cedoline, who seeks, in an analysis of recent research on job distress, to define the symptoms, causes, remediation, and prevention of the emotional stress resulting from work. He discusses bureaucracy, job satisfaction, job turnover, stress-management programs, inservice training, and profiles of people who have successfully overcome job-related stress. Mr. Cedoline is the director of pupil services in the Oak Grove school district in San Jose, California.


Secondary School Reading: What Research Reveals for Classroom Practice, edited by Allen Berger and H. Alan Robinson (National Council of Teachers of English, 1111 Kenyon Rd., Urbana, Ill. 61801; 206 pages, paper $10.75, NCTE members: $9.50).


Critical reading skills don't develop by themselves, say the editors of this book; current research on reading suggests that such skills must be taught, even to junior- and senior-high-school students. As alternatives to relying on habit and outdated methods of reading instruction, 22 contributors suggest that teachers: push students to confront difficult texts with specific analytical instruction; help students "read to learn"; use testing as a way to draw on students' prior knowledge; and use analysis and synthesis of printed material to show students how to get more enjoyment out of reading. Published for the National Conference on Research in English and the ERIC Clearinghouse on Reading and Communication Skills.


Values Concepts and Techniques, edited by Alfred S. Alschuler (National Education Association, 1201 16th Street N.W., Washington, D.C. 20036; 312 pages, paper $8.25).


Forty-two contributors discuss their concepts of values education today and set forth techniques and applications designed to help high-school teachers offer "humane, gentle, values education" to students. Part One offers a definition of values, ways to promote the development of values in schools, and a perspective on teachers' commitment to the process. Part Two explains various techniques in values education and how those techniques can be applied to social issues.


Guides and Directories

A Parent's Guide to Children's Reading, Fifth Edition, by Nancy Larrick (Bantam Books, 666 Fifth Ave., New York, N.Y. 10103; 283 pages, paper $3.50).


Designed for parents who want to help develop their children's reading skills while increasing their reading enjoyment, this guide covers topics such as: encouraging children to read, reading aloud, buying and borrowing books, and improving reading skills. In addition, the author discusses some of the topics found in today's children's books, including sex, divorce, drugs, and alcoholism.


Excellence In Our Schools, Teacher Education: An Action Plan, by the National Education Association, Instruction and Professional Development (National Education Association, 1201 16th Street, N.W., Washington, D.C. 20036; 64 pages, paper $6).


This booklet provides guidance for state nea affiliates on how to improve teacher-education programs so that they serve both the community and the teaching profession. The authors recommend higher certification standards, more rigorous criteria for admission and graduation, and increased opportunities for education-school students to practice what they learn as ways to ensure excellence in schools.


Other Resources

Boarding Schools (National Association of Independent Schools, 18 Tremont St., Boston, Mass. 02108; 84 pages, paper, free).


For parents, students, and guidance counselors, this directory contains information on 200 independent boarding schools in the United States and abroad. Following an overview of boarding schools, the admissions process, and financial aid, the guide lists the schools alphabetically by category (elementary, coeducational, boys', girls', and military), and includes: the school's name, address, and phone number; the name of the admissions officer; a brief description of the school (written by a school officer), what grades are covered, and current enrollment figures. Also includes a list of other resources for obtaining further information on boarding schools.


Language Skills in the Classroom, by Pamela Cooper and Lea Stewart (National Education Association, 1201 16th Street N.W., Washington, D.C. 20036; 32 pages, paper $2).


For teachers interested in English grammar and usage in the classroom, this booklet provides an overview of some of the current research on language skills. Chapters cover such topics as: the definition of good usage; language as a part of the curriculum; teacher expectations; syntax, meaning, and social usage; the use of nonstandard speech; and ways to develop skilled language use in older students.


Making History Come Alive, by James Howard and Thomas Mendenhall (Council for Basic Education, 725 Fifteenth St., N.W., Washington, D.C. 20005; 101 pages, paper $5.50).


The authors of this monograph seek to answer the question of what role history plays, and should play, in the elementary and secondary curriculum. They describe the recent decline of history in the curriculum, offer a definition of the subject, recommend a general curriculum, and discuss ways in which it can be restored to what they view as its rightful central place in education. A report of the History Commission for the Council for Basic Education, the book is for history teachers and other educators.


Supervision Made Simple, by William Goldstein (Phi Delta Kappa Educational Foundation, Eight and Union, Box 789, Bloomington, Ind. 47402; 29 pages, paper, 75 cents).


Effective supervision and evaluation of teachers can be accomplished by separating the two processes, says Mr. Goldstein in this booklet for administrators. He maintains that supervision and evaluation should be kept simple and offers criteria for judging teachers' performance, conducting classroom visits, writing evaluative reports, and other steps in the process.

Anne Bridgman

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